As someone who has devoted much of her academic life to the work of Mary Shelley, the relationship between Frankenstein and Halloween has always interested me. In the 21st century, it is hard to think about Halloween without thinking about some of the iconic characters associated with the holiday: the Mummy, Dracula, and, of course, Frankenstein’s monster.
I recently took a class in post-colonialism which was subtitled “Place and Space in Contemporary Anglo-American Literatures.” The professor wanted us to think like real estate agents: that is, to always be repeating the mantra “location, location, location” as we read various contemporary texts. One of the novels we read for class was V.S. Naipaul’s The Enigma of Arrival, the autobiographical story of a Trinidadian writer who retires to the English countryside in Wiltshire, living in a guest cottage on the edge of a manor that has fallen into disrepair.
Reflections, questions, & forum for response.
The dawn of another academic year always comes with a slew of first year Teaching Assistants. Graduate students must now stand up in front of the classroom and, if any of them are like me, spend more time reflecting on their own learning processes than ever before in their academic life. Like so many gradate TAs I don’t have the option to choose which courses or syllabus to teach, but rather am assigned courses that vary between English Composition 100 and Intro to Literature. I’m not complaining as each opportunity provides the space to learn a new topic that otherwise might have slipped my academic history.
The debate about the role of social media in academia that took over my Twitter feed a few weeks ago (read about it in The Guardian and in Forbes) has prompted me to think about the role of blogging as well, particularly for graduate students, who are perhaps especially concerned about being seen as “serious academics.”
As is traditional at this time of year, we are looking for bloggers to write for the NASSR Graduate Caucus blog!
Bloggers are asked to commit to contributing one post per month on a topic of their choice for the duration of the academic year, September to April.
If you’re interested in blogging, please email Caroline Winter, the Managing Editor, at email@example.com, with a short statement of interest by Tuesday, September 27.
From the Fireplace to the Furnace: Journal Publishing from a Graduate Student’s Perspective
Devoney Looser’s recent article on journal publishing for graduate students and early-career scholars is as funny as it is informative. I certainly have fallen victim to imagining journal editors as either angels singing hymns of praise while reading my work or devils condemning my work and me to the furnace of eternal hellfire. As Professor Looser reminds us, however, editors are people—ones who sit at sometimes overcrowded desks rather than at fireplaces, and who do their best to balance the (far too often thankless) job of journal editor with myriad other professional and personal duties.
One of the last panel slots of NASSR 2016 was reserved for a roundtable with contestants of the Romantic Circles‘s Pedagogy Contest, hosted by RC Pedagogies editor Kate Singer. This year’s competition featured these finalists:
- Simon Bainbridge (Lancaster University) – “Wordsworth Online and On Location: Teaching Romantic Writing Beyond the Literature Classroom”
- Michelle Levy (Simon Fraser University) with Alex Grammatikos (Carleton) and Kandice Sharren (Simon Fraser) – “Remediating Lyrical Ballads”
- Lauren Neefe (Georgia Tech) – “Romanticism’s Social Media”
- Tristram Wolff (Northwestern) – “Poetics of Stone”
In general, I was floored (and, to be honest, a little intellectually intimidated) by the pedagogical innovations on display yesterday. And while Wolff was unfortunately unable to present, I was excited that the remaining panelists and audience would have plenty of time for the presentations plus a vibrant lengthy Q&A discussion session to round off the entire conference. Here’s more:
Sunday’s Tweets about NASSR 2016 via Storify
So here we are, at the end of NASSR 2016, with all of us likely traveling across the U.S. and Canada this evening, or on our way across the Atlantic or Pacific, heading back to our home institutions. Hopefully we’re re-invigorated with an exceptional amount of insight, inspiration, and innovation that will carry into our research and teaching over this coming academic year.
For me, today’s panels provided a surprising amount of vim and vigor on this, the final morning of our annual conference. When I imagine the Sunday morning of any conference, I envision a small gaggle of weary academics dragging their feet and their suitcases to the free morning coffee buffet before plopping in their seats to process, with half-closed eyelids, the final papers that our poor presenters must still deliver after the three action-packed days. To my pleasant surprise, however, both rooms were animated, engaged, and quite lively! Here’s some of what I heard… Continue reading NASSR 2016 Rapid Response: Final Day!
Saturday’s tweets about NASSR 2016 via Storify
Saturday at NASSR was a marathon day for me, starting with an 8:30 am seminar run by the brilliant Mary Favret. Cheekily titled “Affect: Enough Already!” the seminar examined the role affect studies has played in the field. Among other questions, Favret asked: What has a focus on affect taught us to see? What has it taught us not to see? What are the historical conditions (academic, political, socioeconomic) that have promoted the study of affect, and to what ends?
Over the course of the two-hour seminar, we grappled with the always difficult question of how different affect authorities (eg: Baruch Spinoza, Sylvan Tompkins, or Adam Smith) shape our understanding of what “affect” even means. Among other topics, we discussed the relationship of affect to excess, and the possibility of recycling or recuperating affective excesses. We also pondered the sometimes problematic ways affect gets attached to questions of freedom – freedom of individual feeling in particular – and the tacit assumption that affect has positive connotations, while “ideas” tend to be viewed negatively. And we addressed the way affect’s mobility can (sometimes troublingly) erase distinctions, as well as affect’s tendency to take material or embodied form, even as we often insist on its immateriality. We also asked how and why affect gets deployed, both in the literature we study, and in our own literary analysis.
Today’s Tweets about NASSR 2016 via Storify